中华医学教育杂志

中华医学教育杂志 ›› 2020, Vol. 40 ›› Issue (11): 893-896.DOI: 10.3760/cma.j.cn115259-20200616-00917

• 科研能力培养 • 上一篇    下一篇

临床科研训练在医学生耳鼻咽喉科学理论教学中的实施效果

吴旋, 陈垲钿, 庄惠文, 文卫平   

  1. 中山大学附属第一医院耳鼻咽喉科,广州 510080
  • 收稿日期:2020-06-16 出版日期:2020-11-01 发布日期:2020-12-08
  • 通讯作者: 文卫平, Email: wenwp@mail.sysu.edu.cn, 电话: 020-87338478
  • 基金资助:
    2018年中山大学教学团队建设项目——耳鼻咽喉科学课程教学团队(18832601-0602);2020年中山大学附属第一医院本科教学质量工程类立项建设项目(31911130-200436)

The practice and exploration of the training of clinical scientific research of medical students in the theoretical teaching of otorhinolaryngology

Wu Xuan, Chen Kaitian, Zhuang Huiwen, Wen Weiping   

  1. Department of Otorhinolaryngology, the First Affiliated Hospital, Sun Yat-sen Universiy, Guangzhou 510080, China
  • Received:2020-06-16 Online:2020-11-01 Published:2020-12-08
  • Contact: Wen Weiping, Email: wenwp@mail.sysu.edu.cn, Tel: 0086-20-87338478
  • Supported by:
    Undergraduate Teaching Reform Research Project of Sun Yat-sen University in 2018 - Otolaryngology Teaching Team Building Project (18832601-0602); Undergraduate Teaching Quality Engineering Project of the First Affiliated Hospital of Sun Yat-sen University in 2020(31911130-200436)

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摘要： 目的 探讨在耳鼻咽喉科学理论教学中对医学生进行临床科研训练的效果。方法 2018年9月～2019年12月期间,选择中山大学2015级和2016级五年制临床医学专业240名学生进行耳鼻咽喉科理论授课,采用临床科研训练结合案例综合教学方法,采用问卷星调查比较授课前后学生对临床科研认识和态度、临床科研相关能力评价的异同。采用卡方检验进行数据分析。结果 授课后学生对理论教学采用临床科研训练的教学方式满意率为93.9%(216/230),87.8%(202/230)的学生表示在未来临床工作中会进行临床科研。授课前后在对临床科研兴趣高[31.4%(74/236)比56.5%(130/230)]、临床科研非常重要[29.7%(70/236)比54.8%(126/230)]、参加临床科研活动积极性高[20.3%(48/236)比46.1%(106/230)]、充分利用学校科研资源[50.8%(120/236)比81.7%(188/230)]、熟悉临床科研的流程[11.9%(28/236)比42.6%(98/230)]、设计临床科研课题能力强[12.7%(30/236)比30.0%(69/230)]、查阅中文文献能力强[34.7%(82/236)比61.7%(142/230)]、查阅外文文献能力强[28.0%(66/236)比46.1%(106/230)]等方面评价,差异具有统计学意义(均P＜0.05)。结论 临床科研训练应用于耳鼻咽喉科学理论教学,有助于提高医学生对临床科研兴趣和临床科研相关能力。

关键词: 临床科研, 医学生, 耳鼻咽喉科学, 理论教学

Abstract: Objective To explore the role and significance of clinical scientific research training for medical students in the teaching practice of otorhinolaryngology. Methods The otorhinolaryngology theory was introduced to the undergraduates of 2015 and 2016 five-year medical department of Sun Yat-sen University from September 2018 to December 2019.The comprehensive teaching method of research capacity building combined with case study was adopted. The questionnaire survey method was used to compare the students' cognition, attitude and evaluation of related clinical scientific research ability before and after the teaching.Chi square test was used for data analysis. Results According to the questionnaire survey, the students’ satisfaction rate for the teaching method of clinical research training was 93.9%(216/230); 87.8%(202/230) students were willing to carry out clinical research in the future clinical work; Before and after teaching, they were more interested in clinical research [31.4%(74/236) vs 56.5%(130/230)]. The importance of clinical research [29.7%(70/236) vs 54.8%(126/230)] and enthusiasm for participating in clinical research activities [20.3%(48/236) vs 46.1%(106/230)] were also improved. The abilities of making full use of school research resources [50.8%(120/236) vs 81.7%(188/230)] and being familiar with clinical research process [11.9%(28/236) vs 42.6%(98/230)] also elevated (all P<0.05). The differences were also statistically significant (P<0.05) in the ability to design clinical scientific research projects [12.7% (30/236) vs 30.0%(69/230)], the ability to consult Chinese literature [34.7%(82/236) vs 61.7%(142/230)], and the ability to consult foreign literature [28.0%(66/236) vs 46.1%(106/230)]. Conclusions The clinical research training can be applied to the teaching of otorhinolaryngology theory, which is helpful to improve students' interest and capacity of clinical scientific research-related ability.

Key words: Clinical research, Medical student, Otorhinolaryngology, Theory teaching

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